For more details on Science in the River City this year please return to the SIRC Homepage

Online Workshop Descriptions

Registration for online SIRC

OCTOBER WORKSHOPS - VIA ZOOM

 

DEFINING THE IMPLICIT IN IMPLICIT BIAS

Amy Kraft, Sacramento County Office of Education
What is implicit bias? How does it impact science classrooms? Come experience a lesson sequence that uncovers some of your own implicit biases and provides opportunities to reflect on the importance of developing common phenomena-based experiences with which to support science instruction.
Designed for Grades: K-12

INFUSING ANTI-RACISM INTO A THERMAL ENERGY UNIT

Judi Kusnick, Professor Emerita, CSU Sacramento
How can we teach science with an anti-racism perspective? In this workshop, you'll get an overview of a unit on thermal energy that includes a number of strategies for culturally responsive teaching. The unit is constructed around a community inequity, with a focus on an engineering-based solution. Participants will experience two lessons from the unit, and will recieve a list of anti-racist teaching strategies that can be incorporated into any lesson or unit.
Designed for Grades: 6+

RETHINKING THE CARBON CYCLE FOR THE LIVING EARTH COURSE

Rich Hedman, Sacramento Area Science Project
Explore phenomena related to the movement of carbon from one reservoir to another and develop a model of how carbon flows (and is stored) in Earth’s systems. Quantify the model and consider the impact of human activity.
Designed for Grades: 6-12

NOVEMBER WORKSHOPS - VIA ZOOM

 

UNDERGROUND STORIES

Lorie Hammond and Fenmeng Zhu,Peregrine School
What’s under the ground? At Peregrine School in Davis, we have been pursuing this question with children aged kindergarten through 6th grade this fall In our science/garden class. Learn ways to pursue science phenomena through dirt and worms!
Designed for Grades: K-6

LEADING A GROUP DISCUSSION: ELICITING STUDENTS' IDEAS ABOUT PHENOMENA

Jenna Porter and Corinne Lardy, Sacramento State
As instructors, we are excited to be back together and having students talk! But what are the best ways to structure whole-group discussions in the science classroom? How do we ensure that discussions are equitable and promote justice? This workshop will explore research-based strategies to guide planning and enacting productive group discussions with the goal of eliciting student thinking about phenomena.
Designed for Grades: K-12

GRADING PRACTICES THAT REFLECT THE LEARNER AND THE EDUCATOR

Melissa Marcucci, Ceres High School
Participants will discuss different grading practices, their accuracy, bias, and structured motivation for students to learn. In addition, participants will explore a standards-based method of assessment and ideas for how to implement it in an NGSS-driven classroom.
Designed for Grades: K-12

USING DIGITAL NOTEBOOKS TO TRACK STUDENT THINKING

Hannah Perkins, Da Vinci Jr. High
This workshop will cover how to create digital notebooks using Google Slides in order to engage students, track thinking, and develop models. This year I'm using digital notebooks with my in-person students and it's going great! We will also cover how to plan lesson sequences for digital notebooks and what a week as a student in my class looks and feels like. Digital notebooks can be used in distance, hybrid, and in-person learning settings.
Designed for Grades: 7-12

DECEMBER WORKSHOPS - VIA ZOOM

 

SALMON & TROUT - THE PERILS OF OUR LOCAL WATERWAYS

Lisa Hegdahl, McCaffrey Middle School
Participants will explore portions of a 3-dimensional, 4th grade learning sequence that engages students in a Central Valley environmental phenomenon. Experience our local waterways from the perspective of salmon and trout and consider the impact of human population growth on the fish populations. This learning sequence was written to accompany the California Aquarium Education Program (from the California Department of Fish and Wildlife) but can be taught on its own.
Designed for Grades: 3-5

SUPPORTING ENGLISH LEARNERS IN THE SCIENCE CLASSROOM

Kelli Quan, Science Program Specialist, Karla Canant, and Laura Kahrs, EGUSD
How can we engage our English Learner (aka Multilingual) students in sensemaking and the NGSS? Learn how to increase student participation in the science and engineering practices while also addressing the English language development standards.
Designed for Grades: 3-12

STUDENT COLLABORATION ON REAL-LIFE DATASETS WITH DESMOS

Brian Ellis, Vista del Lago High School
Participants will work together on Desmos to graph and interpret larger sets of data that students will see in the NGSS standards, such as star brightness versus luminosity, or animal migration patterns. Participants will experience the teacher backend of the Desmos website, and have time to brainstorm and/or develop online lessons.
Designed for Grades: 6-12

FOREST FIRES: CALIFORNIA'S CLIMATE CHANGE FEEDBACK LOOP

Arlene Laurison, Sheldon High School
Explore the relationship between climate change, California's drought, and forest fires. This workshop will focus on guided, student-driven investigation that increases student engagement. With an emphasis on experimentation and data analysis, participants will investigate phenomena, create models, and generate explanations.
Designed for Grades: 7-12

HOW TO BUILD INQUIRY-BASED ACTIVITIES FROM NGSS EVIDENCE STATEMENTS

Corinne Rushing, West Campus High and Nick Bua, Monterey Trail High School
In this workshop, we will demonstrate our process for dissecting the NGSS evidence statements for each performance expectation and turning those evidence statements into learning targets and success criteria. We will also discuss how to take those learning targets and success criteria and turn them into engaging, hands-on, inquiry-based, visual activities in which students figure out a big idea before applying it to their unit model. We will use sample models, labs/activities, and phenomena from a high school Chemistry in the Earth System classroom that involve chemical bonding and reactions.
Designed for Grades: 9-12